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Professionalisation of Adult Educators

International and Comparative Perspectives


Edited By Susanne Lattke and Wolfgang Jütte

In many regions of the world, professionalisation in adult and continuing education is brought into the focus of educational policy and research. Various fields of practice are looking for scientifical and political support in raising the level of professionalism. While there are no simple lessons to be learned from other countries, a closer analysis of international experience may reveal common and diverging interests. It may also provide worthwhile insights into opportunities and risks surrounding professionalisation. This edited volume is intended to further stimulate international exchange, cross-country approaches and comparative research in this field. It includes contributions to the theoretical debate and to the development of (comparative) research as well as reports on research findings and development activities concerning the professionalisation of adult educators.
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Academic professionalisation in Master’s programmes in adult and continuing education. Towards an internationally comparative research design


← 90 | 91 → Regina Egetenmeyer, Ingeborg Schüßler

The paper focuses on academic professionalisation in master’s study courses in adult and continuing education based on three perspectives: (1) societal context, (2) postgraduate curricula and their institutional structures, and (3) the subjective developments of students and graduates. To that end, the paper outlines empirical findings on academic professionalisation in adult and continuing education in Germany in the context of the transition from Diplom degrees to bachelor’s and master’s courses. Based on the results from Germany, we argue that internationally comparative research is needed. Finally, we propose a research design for an internationally comparative study, including suggested indicators for research.

Professionalisation can be understood as a process towards the specialisation and academisation of professional knowledge. From the perspective of subjectively experienced competence development, this paper considers an academic qualification to be the basis for the development of professionalism in adult and continuing education. This position raises the question as to how professionalism in adult and continuing education can be developed and what role postgraduate programmes in adult and continuing education play in this process.

The term academic professionalisation puts the focus on the diverse qualification possibilities in the field of tertiary-level adult and continuing education. Especially in countries where higher education tends to be mainly an education phase for young people before they enter the employment market, the Bologna process and the associated national and regional reforms have been transforming higher education. In concert with the European...

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